This is the executive summary of our research report. The Report focuses on how measurement and evaluation gradually became important issues on the Hungarian educational policy agenda. It summarizes the findings of the research conducted between September 2007 and July 2009. Read more ...

The abstract of the Orientation 2/2 report from the Hungarian education team (Neumann et al. 2010) discussed the relations between knowledge and policy throughout the fabrication of the integrated education public action in Hungary. We present herein a short outline of the report. Read more ...

This report (Szabó et al. 2010) examines the Hungarian in-service teacher training system as a knowledge-based regulatory tool. The main investigational questions were the following: What was the interest, worth and view of the actors who have established the teacher-training system as an instrument? Which type of knowledge appeared during the making process of the instrument? How do the national central government and EU’s expectations... Read more ...

Our analysis (Bajomi et al., 2007) provides a general overview of the institutionalized patterns of knowledge-policy relationships in the Hungarian education area, including a summary of findings for the research conducted between February 2007 and November 2007.
In this research phase, the main actors and institutions of the Hungarian education area were described and analyzed in terms of the knowledge transfer mechanisms that connect them. Subsequently, we carried out a social and... Read more ...

How do policy makers tackle situations when they realize that their knowledge is insufficient for planning policies? And, what exactly are these gaps in knowledge? This section looks at the making of the Hungarian integrated education policy and attempts to answer these questions. Read more ...

1. The political influence of the European Union
In the nineties, Hungary was repeatedly warmed by international organizations such as the European Commission against Racism and Intolerance (ECRI, 2000/5., Par. 29.) and the UN Committee on the elimination of Racial Discrimination (CERD, 2002, Par. 382.) for the educational discrimination of the Roma. Yet the European accession was exploited in communicative terms but did not mean a real pressure factor.
“Hungary joined the EU in 2004.... Read more ...

Compared to other education policies it is not an exaggeration to say that both the integration of Severely Socially Disadvantaged Students and Roma integration Public Action have triggered a broad and evolving public debate. This public action has resulted to be one of the most contested and media influenced education policies of the last decade in Hungary. In written media and telecommunications the main lines of debate has been structured along ideological-political borders; namely along... Read more ...

This paper concentrates on the interaction of global and foreign ideas and domestic policies. More specifically, this paper discusses the activity of supranational, transnational and non-governmental actors involved in developing the discourse of equity and desegregation after 2010. Read more ...

The broad term of local knowledge can result in diverse meanings. In what follows we will discuss (a) knowledge as a tool for creating local policies by local public officials such as local decision-makers and members of the city administration; (b) the knowledge of street-level practitioners; and (c) the knowledge of laymen users of education services. Read more ...

Some of our findings indicate that a shift from government to governance takes place, yet traditional bureaucratic practices of regulation coexist and are complemented by post-bureaucratic policy instruments that follow the logic of the accountability regime. Read more ...

Our research results imply that instead of asking how policy-makers influence the conditions of knowledge production, it seems more revealing to discuss the strategies of social scientists and policy-makers to cooperate and share knowledge in a co-constructive process. We argue that this relationship cannot be described with the traditional commander-supplier knowledge economy order, but rather as co-dependence in which the negotiating partners collectively shape the content of the contract... Read more ...

The SDS policy domain gained shape after 2002, yet the conflict of knowledge and knowledge holders roots in scientific debates that started prior the policy. Conflicts between scientific paradigms (1) stem from epistemological differences, conflicts between knowledge forms (2) escalated through the policy process, and some of these conflicts (3) were also rephrased in the public debates. Meanwhile, holders of various disciplinary knowledges hardly compatible in the scientific domain, to... Read more ...